PERFORMANCE LEVEL DESCRIPTORS

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 1.0	Students know and use word analysis skills and strategies to comprehend new words encountered in text.
EXCEEDS STANDARD	Read a variety of texts skillfully with fluency, accuracy, intonation, and expression. Read high-frequency words fluently and independently. Consistently apply knowledge of phonics and structural elements to comprehend text. Consistently and accurately use knowledge of synonyms, antonyms, homophones, and homographs to understand text.
MEETS STANDARD	Read familiar or independently chosen grade-level texts with fluency, accuracy, intonation, and expression. Read high-frequency words to build fluency. Use knowledge of phonics and structural elements, such as letter-sound relationships, affixes, and spelling patterns to understand words in context. Use knowledge of synonyms, antonyms, homophones, and homographs to understand text.
APPROACHES STANDARD	Read texts with minimal fluency, accuracy, intonation, and expression. Attempt to read high-frequency words. Occasionally apply knowledge of phonics and structural elements, such as letter-sound relationships, affixes, and spelling patterns to understand words in context. Use a limited range of synonyms, antonyms, homophones, and homographs to understand text.
BELOW STANDARD	Read word-by-word with some accuracy. Do not recognize high-frequency words when reading. Seldom apply knowledge of phonics and structural elements, such as letter-sound relationships, affixes, and spelling patterns to understand words in context. Do not use synonyms, antonyms, homophones, and homographs to understand text.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 2.0	Students use reading process skills and strategies to build comprehension.
EXCEEDS STANDARD	Independently apply pre-reading strategies, such as accessing prior knowledge, predicting, previewing, and setting a purpose for reading. Consistently use self-correcting strategies, such as self-questioning and rereading. State insights derived from main idea of text.
MEETS STANDARD	Apply pre-reading strategies, such as accessing prior knowledge, predicting, previewing, and setting a purpose. Use self-correcting strategies, such as self-questioning and rereading. Recall and retell the main idea of text.
APPROACHES STANDARD	Attempt to apply pre-reading strategies, such as accessing prior knowledge, predicting, previewing, and setting a purpose. Rarely self-correct and self-question during reading. Demonstrate limited recall of the main idea of text.
BELOW STANDARD	Seldom apply pre-reading strategies. Read without self-correcting or self-questioning. Read with little understanding of main idea.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 3.0	Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
EXCEEDS STANDARD	Analyze literature to provide well-developed descriptions of simple story elements, including setting, characters, character traits, and plot. Analyze differences in versions of the same stories from different cultures and eras. Consistently identify main ideas of text. Identify elements of rhythm, rhyme, and alliteration in poetry. Explain the uses of poetry and prose.
MEETS STANDARD	Provide well-developed descriptions of simple story elements, such as setting, characters, character traits, and plot. Compare and contrast different versions of the same stories from different cultures and eras. Identify the main idea of text. Differentiate among rhythm, rhyme, and alliteration in poetry. Distinguish between poetry and prose.
APPROACHES STANDARD	Identify some simple elements of stories, such as setting, characters, character traits, and plot. Notice some differences in versions of the same stories from different cultures and eras. Identify the main idea of text with some assistance. Identify some elements of poetry, such as rhythm, rhyme, and alliteration. Attempt to distinguish between poetry and prose.
BELOW STANDARD	Misname or overlook most simple elements of stories. Read without noticing differences in versions of the same stories from different cultures and eras. Consistently misidentify the main idea of text. Consistently misidentify rhythm, rhyme, and alliteration in poetry. Display inability to distinguish between poetry and prose.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 4.0	Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
EXCEEDS STANDARD	Strategically use parts of books to locate information across texts. Identify and explain cause and effect relationships and the main idea of a passage. Formulate and modify complex questions to gain understanding of important information in text. Consistently demonstrate an understanding of and ability to follow simple directions to perform a task.
MEETS STANDARD	Use the parts of a book to locate information, including table of contents, chapter headings, diagrams, charts, and graphs. Identify cause and effect relationships and the main idea of a passage. Formulate questions to gain understanding of important information in text. Read and follow simple directions to perform a task.
APPROACHES STANDARD	Use some parts of a book to locate information. Identify only obvious cause and effect relationships and the main idea of a passage. Formulate questions which lack necessary detail to gain understanding of important information in text. Read, but inconsistently follow, simple directions to perform a task.
BELOW STANDARD	Use parts of a book inconsistently, or not at all, to locate information. Attempt to identify cause and effect relationships and the main idea of a passage with little or no accuracy. Ask inappropriate or undeveloped questions to gain understanding of important information in text. Do not follow simple directions to perform a task.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 5.0	Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.
EXCEEDS STANDARD	Independently write informative papers using at least two sources. Consistently write friendly letters using a standard format. Write a variety of literary forms that demonstrate appropriate organization.
MEETS STANDARD	Write informative papers using two sources. Write friendly letters using a standard format. Write a variety of literary forms, including stories, poems, and responses to literature.
APPROACHES STANDARD	Write informative papers with insufficient information, detail, or organization. Write friendly letters, but may have major inconsistencies in format. Write simple stories, poems, and responses to literature that may lack necessary detail.
BELOW STANDARD	Write informative papers with minimal information, detail, or organization and/or do not use complete sentences or include sources. Write friendly letters using no apparent format or organization. Produce writing that is fragmented and may not address topic.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 6.0	Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.
EXCEEDS STANDARD	Effectively use the steps of the writing process. Generate numerous ideas and skillfully organize ideas for writing. Write complete stories and other compositions with extensive detail for a specific audience. Revise and edit writing with minimal teacher assistance. Share writing with others, listen to responses, and make appropriate revisions.
MEETS STANDARD	Use, with teacher assistance, the steps of the writing process such as prewriting, drafting, revising, editing, and sharing. Generate and organize ideas for writing. Write stories and other compositions with ample detail for a specific audience. Revise and edit writing, with teacher assistance, for sufficient detail, ample clarity, and appropriate word usage. Share writing with others and use responses for some revision.
APPROACHES STANDARD	Use some steps of the writing process with teacher assistance and limited success. Generate limited ideas; may lack an organizational system for writing. Write stories and other compositions that lack sufficient detail, but may show some attention to audience. Revise and edit writing, with significant teacher assistance and limited success, for sufficient detail, ample clarity, and appropriate word usage. Experience difficulty sharing writing with others and listening to responses.
BELOW STANDARD	Show little or no application of the writing process. Display inability to generate ideas or organize ideas for writing. Write fragmented stories and compositions. Experience little success when revising and editing with significant teacher assistance. Make little or no effort to share writing or listen to responses from others.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 7.0	Students write using standard English grammar, usage, punctuation, capitalization, and spelling.
EXCEEDS STANDARD	Skilfully write and identify complete sentences. Demonstrate a command of correct punctuation. Consistently capitalize proper nouns and initials correctly. Consistently spell words correctly. Write compositions that are consistently readable, legible, and neatly formatted.
MEETS STANDARD	Identify and write complete sentences using nouns, verbs, pronouns, adjectives, and adverbs. Use correct punctuation, including end punctuation; commas in the greeting and closing of a letter, in dates, and between words in a series; and apostrophes in contractions and possessives. Capitalize proper nouns and initials correctly. Spell words correctly in writing, especially high-frequency irregular words and those with long and r-controlled vowels, blends, and digraphs. Write compositions that are readable and legible.
APPROACHES STANDARD	Demonstrate limited success writing or identifying complete sentences. Write using end punctuation correctly but using commas and apostrophes incorrectly. Sometimes capitalize proper nouns and initials. Demonstrate inconsistent spelling of words in writing. Write compositions that are mostly readable and legible.
BELOW STANDARD	Display inability to write complete sentences. Write with little or no appropriate punctuation. Rarely capitalize proper nouns and initials correctly. Frequently misspell words in writing. Write unreadable or illegible compositions.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 8.0	Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
EXCEEDS STANDARD	Determine and explain the purpose(s) for listening such as to obtain information, to solve problems, or to provide enjoyment. Listen and provide a fully developed response to public presentations and a variety of media. Consistently distinguish among different dialects. Consistently follow two-step oral directions to complete a task successfully.
MEETS STANDARD	Determine the purpose(s) for listening, such as to obtain information, to solve problems, or to provide enjoyment. Listen and respond to public presentations and a variety of media. Generally distinguish among different dialects. Follow two-step oral directions to complete a task.
APPROACHES STANDARD	Occasionally determine the purpose(s) for listening. Attempt to listen and respond to public presentations and a variety of media. Occasionally distinguish among different dialects. Follow two-step oral directions with some difficulty.
BELOW STANDARD	Seldom determine the purpose(s) for listening. Lack listening skills and do not respond to public presentations or media. Seldom or never distinguish among different dialects. Display inability to follow two-step oral directions.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 9.0	Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
EXCEEDS STANDARD	Demonstrate consistent use of clarity, pace, and vocabulary to communicate ideas. Make exemplary oral presentations that maintain a clear focus and provide detail. Thoroughly recount experiences and tell a wide variety of stories that move through a logical sequence of events and include character and setting. Give precise directions to complete a simple task.
MEETS STANDARD	Speak clearly, use an understandable pace, and select specific vocabulary to communicate ideas. Make oral presentations that maintain a clear focus. Recount experiences and tell stories that move through a logical sequence of events and include character and setting. Give clear directions to complete a simple task.
APPROACHES STANDARD	Speak with some clarity, use an erratic pace, and/or select unclear vocabulary to communicate ideas. Make oral presentations with an inconsistent focus. Omit some important details, such as sequence, character, and setting when recounting experiences and telling stories. With some assistance, give simple directions to complete a task.
BELOW STANDARD	Speak without clarity, adequate pace, or effective vocabulary. Make oral presentations with little or no focus. Recount fragmented stories and experiences. Display inability to give directions with necessary detail to complete a simple task.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 10.0	Students participate in discussions to offer information, clarify ideas, and support a position.
EXCEEDS STANDARD	Independently take turns, use appropriate eye contact, and present well-informed ideas in conversations and group discussions. Ask thoughtful questions and arrive at well-developed answers.
MEETS STANDARD	Demonstrate turn-taking and eye contact; present ideas and information in conversations and group discussions. Ask and answer questions to gather and provide information.
APPROACHES STANDARD	Inconsistently take turns and make eye contact; present underdeveloped ideas in conversations and group discussions. Ask unclear questions and provide partial answers.
BELOW STANDARD	Demonstrate rudimentary ability to participate in conversations and group discussions; make little eye contact. Ask incoherent and incomplete questions and provide mostly inaccurate answers.

Performance Level Descriptors

English/Language Arts

Grade 2

Content Standard 11.0	Students formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.
EXCEEDS STANDARD	Formulate and organize specific questions to explore areas of interest. Use a broad range of reference materials and technology to answer comprehensive questions. Thoroughly present research findings, using available, appropriate media.
MEETS STANDARDS	Formulate questions to explore areas of interest. Locate information from reference materials and available technology to answer questions. Present research findings, using available media.
APPROACHES STANDARD	Ask a limited range of questions to explore areas of interest. Use few reference materials and available technology to answer questions. Present incomplete research findings, using a limited range of available media.
BELOW STANDARD	Ask incoherent or unrelated questions for a topic. Fail to use appropriate reference materials and available technology to answer questions. Use insufficient information or inappropriate media to present research findings.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 1.0	Students know and use word analysis skills and strategies to comprehend new words encountered in text.
EXCEEDS STANDARD	Apply knowledge of word families, phonics, and structural elements consistently to determine the meanings of unfamiliar words in context. Apply knowledge of prefixes, suffixes, roots, or base words independently to determine the meanings of words in context. Use dictionaries, glossaries, and other resource materials independently to determine the meanings of words. Apply knowledge of synonyms, antonyms, homophones, and homographs to analyze content of reading.
MEETS STANDARD	Apply knowledge of word families, phonics, and structural elements to determine the meanings of unfamiliar words in context. Apply knowledge of prefixes, suffixes, and roots or base words with minimal assistance to determine the meanings of words in context. Use dictionaries, glossaries, and other resource materials adequately to determine the meanings of words. Develop and communicate an expanded vocabulary through the use of synonyms, antonyms, homophones, and homographs.
APPROACHES STANDARD	Identify word families, phonics, and structural elements of words but do not connect them to meaning. Attempt to use prefixes, suffixes, or base words to determine meanings of words. Use dictionaries and glossaries to determine the meanings of words with minimal success. Display minimal knowledge of synonyms, antonyms, homophones, and homographs.
BELOW STANDARD	Do not identify word families, phonics, and structural elements of words to determine meaning. Do not use prefixes, suffixes, or base words to determine meanings of words. Do not use dictionaries and glossaries adequately to determine meanings of words. Do not apply synonyms, antonyms, homophones or homographs to expand meaning.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 2.0	Students use reading process skills and strategies to build comprehension.
EXCEEDS STANDARD	Use pre-reading strategies extensively with a variety of reading materials. Apply a variety of self-correcting strategies to text to enhance meaning. Independently organize essential points of text; revise predictions while reading. Systematically organize ideas and restate facts and details of text to share information. Consistently and effectively adjust reading rate to suit difficulty of text.
MEETS STANDARD	Apply pre-reading strategies with a variety of texts, such as stories, poems, and novels. Apply self-correcting strategies, such as self-questioning and rereading to understand text. Organize essential points of text; make revised predictions while reading. Restate facts and details of text to share information and organize ideas. Adjust reading rate to suit difficulty of text.
APPROACHES STANDARD	Inconsistently use pre-reading strategies. Attempt self-correcting strategies, such as self-questioning and rereading to understand text. Demonstrate some sense of organization of essential points of text; make predictions while reading but do not revise them. Share information from text, but lack accuracy and organization. Demonstrate awareness of reading rate with limited application.
BELOW STANDARD	Apply few, if any, pre-reading strategies. Lack self-correcting strategies. Do not organize essential points of text; do not make predictions. Share disorganized information containing few facts and details. Do not vary reading rate.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 3.0	Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
EXCEEDS STANDARD	Make comprehensive comparisons of story elements (plots, settings, characters) and points of view in a variety of works by a variety of authors from different times and cultures. Make inferences about character traits and independently check text for verification. Analyze themes or messages in text consistently and independently. Consistently identify use of simile, metaphor, onomatopoeia, and hyperbole in text and interpret effectiveness. Compare and contrast stories, plays, poetry, and non-fiction selections.
MEETS STANDARD	Compare one or more story elements and points of view in a variety of works by a variety of authors from different times and cultures. Make inferences about character traits and check text for verification with minimal assistance. Identify and compare themes or messages in text with minimal assistance. Identify simile, metaphor, onomatopoeia, and hyperbole in text. Read and identify stories, plays, poetry, and non-fiction selections.
APPROACHES STANDARD	Identify story elements and points of view in a variety of works by a variety of authors from different times and cultures. Identify character traits and occasionally check text for verification. Read and identify themes or messages in text with assistance. Occasionally identify simile, metaphor, onomatopoeia, and hyperbole in text. Read, but inconsistently identify, stories, plays, poetry, and non-fiction selections.
BELOW STANDARD	Identify story elements inaccurately. Demonstrate knowledge of character traits and how to check text for verification, but rarely do so. Consistently misidentify messages or themes in text. Consistently misidentify simile, metaphor, onomatopoeia, and hyperbole in text. Misidentify genre differences among selections.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 4.0	Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
EXCEEDS STANDARD	Analyze relevant information from text features for a specific purpose. Distinguish between cause/effect, fact/opinion, and main idea/supporting detail systematically. Consistently and independently ask questions when connecting prior knowledge. Independently draw conclusions about texts and support them with textual evidence and experience. Independently read and follow three-and four-step directions to complete a simple task.
MEETS STANDARD	Identify relevant information from text features for a specific purpose. Distinguish between cause/effect, fact/opinion, and main idea/supporting detail with minimal assistance. Ask questions and support answers by connecting prior knowledge with literal and inferential information in text with some assistance. Draw conclusions about text and support them with textual evidence and experience with minimal assistance. Read and follow three-and four-step directions to complete a simple task with minimal assistance.
APPROACHES STANDARD	Have limited success identifying text features and determining types of information they provide, such as word definitions from a glossary. Identify cause/effect, fact/opinion, and main idea/supporting detail with assistance. Ask superficial questions, give unsupported answers, and/or do not connect prior knowledge with information in text. Draw conclusions, but do not support them with textual evidence. Read, but may not be able to follow, three-and four-step directions.
BELOW STANDARD	Identify text features with limited knowledge of the information they provide. Partially identify cause/effect, fact/opinion, and main idea/supporting detail. Display inability to connect prior knowledge with information in text. Do not draw conclusions from text. Do not follow three-and four-step directions to perform a task.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 5.0	Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.
EXCEEDS STANDARD	Use three or more sources to write organized, informative papers. Consistently write narratives, stories, responses to literature and personal and business letters in correct format. Write stories that are developed and organized with substantial details. Write compositions that accurately and consistently retell the events of a story in sequence.
MEETS STANDARD	Use at least three sources to write informative papers. Write narratives, stories, responses to literature, and personal and business letters using appropriate organization and format. Write stories that develop sequentially and contain sufficient detail. Write compositions that retell the events in a story in sequence.
APPROACHES STANDARD	Use one or more sources to write informative papers. Write narratives, stories, responses to literature, and personal and business letters that may contain errors in format. Write stories that lack sequence, detail, and organization. Attempt to write compositions that retell a story in sequence.
BELOW STANDARD	Display inability to use sources to write informative papers. Identify types of texts but lack ability to write correct format. Write stories that contain limited and disorganized information. Do not write compositions that retell a story in sequential order.

Performance Level Descriptors

English Language Arts

Grade 3

Content Standard 6.0	Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.
EXCEEDS STANDARD	Skillfully use the steps of the writing process. Write comprehensive compositions that include a topic sentence, supporting sentences, details, and attention to audiences. Effectively revise and edit written drafts. Consistently choose words that convey voice for given audiences.
MEETS STANDARD	Use the steps of the writing process, such as prewriting, drafting, revising, editing, and sharing, with minimal teacher assistance. Write simple compositions that include a topic sentence, supporting sentences, details, and attention to audiences. Revise and edit written drafts for order of ideas and use of standard English. Demonstrate effective voice through appropriate word choice for given audiences.
APPROACHES STANDARD	Use the writing process with some success. Write compositions with limited focus, detail, and/or attention to audience. Inconsistently revise and edit written drafts. Use predictable or ineffective word choice, demonstrating little sense of voice.
BELOW STANDARD	Use the steps of the writing process with limited success. Write compositions lacking both focus and details. Show little or no evidence of revision or editing. Make limited or inappropriate word choices, demonstrating no sense of voice.

Performance Level Descriptors

English Language Arts

Grade 3

Content Standard 7.0	Students write using standard English grammar, usage, punctuation, capitalization, and spelling.
EXCEEDS STANDARD	Compose sentences containing no errors using correct subject/verb agreement and using correct past, present, and future verb tenses. Use a variety of sentence types appropriately in writing. Consistently use correct punctuation in writing. Produce writing which consistently demonstrates correct use of capitalization and spelling. Create compositions that are consistently legible, neat, and appropriately spaced.
MEETS STANDARDS	Compose simple sentences using correct subject/verb agreement and correct use of past, present and future verb tenses. Write declarative, interrogative, imperative, and exclamatory sentences. Use quotation marks in dialogue; punctuate city and state, dates, and titles of books. Generally use correct capitalization and spelling. Create readable and legible compositions in a standard format.
APPROACHES STANDARDS	Compose simple sentences which may have errors in subject/verb agreement and tenses. Write using limited sentence variety. Inconsistently use quotation marks in simple dialogue and make some errors in punctuation. Produce writing which contains frequent errors in spelling and capitalization. Create compositions that are occasionally illegible and contain inconsistent spacing and margins.
BELOW STANDARD	Demonstrate limited success in writing simple sentences. Demonstrate minimal awareness of sentence types. Demonstrate limited understanding of punctuation. Produce writing which is mostly inaccurate in spelling and capitalization. Write illegibly.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 8.0	Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
EXCEEDS STANDARD	Retell and explain what a speaker has said in a well-organized manner. Successfully listen to make connections between prior experiences, insights, and ideas and the message of the speaker. Identify and analyze language, sayings, and dialects that reflect regions and cultures. Independently follow four-step oral directions to complete a simple task.
MEETS STANDARD	Retell and explain what has been said by a speaker. Listen to make connections between prior experiences, insights, and ideas and the message of the speaker. Identify language, sayings, and dialects that reflect regions and cultures. Follow three-and four-step oral directions to complete a simple task.
APPROACHES STANDARD	Attempt to retell and explain what a speaker has said. Attempt to make connections between prior experiences, insights, and ideas and the message of the speaker. Sometimes recognize the variety of language, sayings, and dialects that reflect regions and cultures. Have difficulty following three-and four-step oral directions to complete a task.
BELOW STANDARD	Display inability to retell and explain what has been said by a speaker. Lack ability to connect prior knowledge to speaker’s message. Have awareness of, but lack ability to distinguish among, language, sayings, and dialects from different regions and cultures. Do not follow three- or four-step oral directions to complete a task.

Performance Level Descriptors

English Language Arts

Grade 3

Content Standard 9.0	Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
EXCEEDS STANDARD	Consistently use standard English to communicate ideas in a variety of tasks. Make exceptional use of public speaking techniques, which may include various media, and give presentations which are well-organized and sequential. Read aloud and recite prose and poetry with enthusiasm and flair. Give clear and precise directions to complete a complex task.
MEETS STANDARDS	Use standard English to communicate ideas in a variety of tasks. Use appropriate public speaking techniques and give organized and sequential presentations. Read aloud and recite prose and poetry with fluency, rhythm, pace, appropriate intonation, and vocal patterns. Give clear three- and four-step directions to complete a simple task.
APPROACHES STANDARD	Occasionally use non-standard English to communicate ideas. Use public speaking techniques inconsistently and give presentations that lack some organization or detail. Read aloud and recite prose and poetry with some fluency, rhythm, pace, appropriate intonation, or vocal patterns. Give, with some assistance, three-step directions to complete a task.
BELOW STANDARD	Use non-standard English. Use public speaking techniques with little success and give presentations with minimal organization and detail. Read aloud and attempt to recite prose and poetry, but achieve little success. Give simple directions that may be incomplete or unclear.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 10.0	Students participate in discussions to offer information, clarify ideas, and support a position.
EXCEEDS STANDARD	Demonstrate leadership and participate fully in conversations and group discussions. Facilitate discussion of ideas and information for task completion. Analyze differences between speaker’s opinions and facts.
MEETS STANDARD	Speak, listen attentively, and respond to questions with relevant detail in conversations and group discussions. Share ideas and information to complete a task. Distinguish the difference between speaker’s opinion and facts.
APPROACHES STANDARD	Speak ineffectively, listen inattentively, or ask and answer few questions. Make minimal contributions of ideas and information to a group task. Distinguish the difference between speaker’s opinion and facts occasionally.
BELOW STANDARD	Have little or no interaction in conversations and group discussions. Make little effort to share ideas or may provide insufficient information. Make major errors in distinguishing opinion from facts.

Performance Level Descriptors

English/Language Arts

Grade 3

Content Standard 11.0	Students formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.
EXCEEDS STANDARD	Independently formulate complex questions to investigate topics. Systematically use a variety of appropriate resources, such as library, available technology, print, and non-print resources to find and record information on a topic. Accurately document others’ ideas, images, and information. Present organized, comprehensive research findings using a variety of available media appropriate for various audiences.
MEETS STANDARD	Formulate questions to investigate topics. Use a variety of resources, such as library, available technology, print, and non-print resources to find and record information on a topic. Give credit for others’ ideas, images, and information, such as a list of sources. Present research findings using available, selected media for different purposes and audiences.
APPROACHES STANDARD	Have difficulty formulating questions to investigate topics. Locate resources, such as library, available technology, print, and non-print resources, but may have difficulty recording information. Recognize the variety of sources of ideas. Present incomplete research findings for a specific purpose and audience.
BELOW STANDARD	Lack ability to formulate questions to investigate topics. Have limited success in locating resources. Display inability to match ideas with source. Address a topic, but do not present research findings.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 1.0	Students know and use word analysis skills and strategies to comprehend new words encountered in texts.
EXCEEDS STANDARD	Systematically apply word attack skills to comprehend unknown words in complex texts. Accurately infer the meanings of words by applying knowledge of Greek and Latin roots and affixes and by efficiently using dictionaries and glossaries. Recognize and purposefully apply context clues to identify unknown words in text.
MEETS STANDARD	Competently apply word attack skills to comprehend unfamiliar words in text. Determine the meanings of words by applying knowledge of Greek and Latin roots and affixes, with or without dictionaries and glossaries. Recognize and apply context clues to identify unknown words in text.
APPROACHES STANDARD	Inconsistently apply word attack skills, limiting comprehension of text. Inconsistently apply knowledge of Greek and Latin roots and affixes; attempt to determine the meanings of words by using dictionaries and glossaries. Occasionally apply context clues to identify the meanings of unknown words in text.
BELOW STANDARD	Insufficiently apply word attack skills to comprehend text. Demonstrate little or no knowledge of Greek and Latin roots and affixes; use dictionaries and glossaries with minimal success. Do not identify or use context clues to determine the meanings of unknown words in text.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 2.0	Students use reading process skills and strategies to build comprehension.
EXCEEDS STANDARD	Demonstrate extensive applications of pre-reading strategies. Use a broad and effective range of skills, strategies, and rates during reading to aid comprehension. Demonstrate fully developed understanding of text through well-organized notes and well-written reports.
MEETS STANDARD	Apply pre-reading strategies to aid comprehension. Use a variety of skills, strategies, and rates during reading to aid comprehension. Demonstrate comprehension of text through various activities such as note taking or writing reports.
APPROACHES STANDARD	Use a limited number of pre-reading strategies to aid comprehension. Use a limited variety and number of skills, strategies, and rates during reading to aid comprehension. Demonstrate a narrow or incomplete understanding of text which is reflected in limited or inaccurately written reports.
BELOW STANDARD	Show little or no knowledge of pre-reading strategies. Apply limited skills or inappropriate reading strategies and reading rates during reading. Show very limited understanding of text which is reflected through insufficient reports or meager notes.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 3.0	Students read to comprehend, interpret, and evaluate literature from a variety of authors, cultures, and times.
EXCEEDS STANDARD	Consistently identify and analyze main plot elements, conflicts, and themes. Identify and analyze figurative language. Insightfully compare stated and implied themes in a variety of texts. Make and defend insightful inferences about character traits and motivations. Independently describe differences in purpose and structure among stories, plays, poetry, and non-fiction materials. Make convincing connections between a piece of literature and the historical events and cultures portrayed. Clearly describe how authors’ writing styles influence reader response.
MEETS STANDARD	Identify main plot elements, conflicts, and themes in a variety of texts. Identify figurative language in a variety of texts. Compare stated and implied themes in a variety of texts. Make and defend accurate inferences about character traits and motivations. Describe differences in purpose and structure among stories, plays, poetry, and non-fiction materials. Make reasonable connections between a piece of literature and the historical events and cultures portrayed. Describe how authors’ writing styles influence reader response.
APPROACHES STANDARD	Inconsistently identify main plot elements, conflicts, and themes. Inconsistently identify figurative language. Compare stated and implied themes in a variety of texts with limited success. Make simple inferences about character traits and motivations. Describe differences in purpose and structure among stories, plays, poetry, and non-fiction materials with some success. Make few or inaccurate connections between a piece of literature and the historical events and cultures portrayed. Attempt to describe how authors’ writing styles influence reader response, but description may lack supporting detail.
BELOW STANDARD	Identify main plot elements, conflicts, and themes with little or no success. Identify figurative language with little or no success. Compare stated and implied themes in a variety of texts with little or no success. Make inaccurate inferences about character traits and motivations. Describe differences in purpose or structure among stories, plays, poetry, and non-fiction with little or no success. Make few or no connections between a piece of literature and the events and cultures portrayed. Do not describe how authors’ writing styles influence reader response.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 4.0	Students read to comprehend, interpret, and evaluate informational texts for specific purposes.
EXCEEDS STANDARD	Consistently and independently clarify and connect main ideas and concepts and identify their relationship to other sources and topics. Independently read to evaluate new information and hypotheses by comparing them to known information and ideas. Consistently draw conclusions and make inferences about text supported by textual evidence and experience. Effectively identify authors’ ideas and purposes in text, including advertisements and public documents. Read and follow multistep directions effectively.
MEETS STANDARD	Clarify and connect main ideas and concepts and identify their relationship to other sources and topics. Read to evaluate new information and hypotheses by comparing them to known information and ideas. Draw conclusions and make inferences about text supported by textual evidence and experience. Identify authors’ ideas and purposes in text, including advertisements and public documents. Read and follow multistep directions to complete a task.
APPROACHES STANDARD	Sometimes identify main idea, but have limited success making connections among texts. Read to evaluate new information and hypotheses, but compare them to known information and ideas with limited success. Attempt to draw conclusions and make inferences about text, but do not provide textual support. Sometimes identify authors’ ideas and purposes in text, including advertisements and public documents. Require assistance to read and follow multistep directions to complete a task.
BELOW STANDARD	Have difficulty determining main idea and do not make connections among texts. Inaccurately evaluate new information. Make some effort to draw conclusions and make inferences about text, but do not provide textual support. Display inability to identify authors’ ideas and purposes in text. Do not read and/or follow multistep directions to complete a task.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 5.0	Students write a variety of texts that inform, persuade, describe, evaluate, or tell a story and are appropriate to purpose and audience.
EXCEEDS STANDARD	Write coherent and engaging accounts of specific events, which are well-developed and use vivid details. Support clear insightful reactions to, or positions on, literary selections with evidence, details, and quotations. Write informative pieces that clearly develop a topic, providing convincing support. Write complete, yet succinct, summaries of oral and written stories. Write insightful letters which are well-organized and use a format that is appropriate to audience. Write short expository text that acknowledges both sides of an issue.
MEETS STANDARD	Write stories which develop a logical sequence of events and use sufficient descriptive details. Support reactions to, or positions on, literary selections with some evidence, details, or quotations. Write informative compositions that develop the topic with appropriate facts from a variety of sources. Write accurate summaries of oral and written stories. Write letters giving complete information in accurate format. Write short expository text that speculates on causes and effects and offers simple persuasive evidence.
APPROACHES STANDARD	Write stories which relate a specific event, but do not develop it logically or use sufficient details. Respond tentatively to literary selections with minimal supporting evidence or detail. Write informative texts that briefly state a position and offer some evidence. Write summaries that contain excessive and irrelevant details. Write letters which require the reader to supply missing information and only partially follow format. Write short expository text that offers little factual or persuasive evidence.
BELOW STANDARD	Write stories which do not focus on a specific event and lack details. Respond to literary selections in a vague or confusing way with little or no supporting evidence. Write informative text which lacks development. Retell rather than summarize information. Write letters which are difficult to understand, disorganized, and do not follow format. Write short expository text which offers no factual or persuasive evidence.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 6.0	Students write with a clear focus and logical development, evaluating, revising, and editing for organization, style, tone, and word choice.
EXCEEDS STANDARD	Consistently and independently generate ideas for future writing. Create written pieces with an organizational structure which enhances and showcases the idea or theme. Write in an insightful and precise manner, effectively developing and supporting the topic. Purposefully apply a wide variety of revising and editing strategies to refine meaning. Communicate with the intended audience in a voice that is individualistic, expressive, and appropriate to purpose.
MEETS STANDARD	Generate ideas for future writing using a variety of strategies with minimal assistance. Create written pieces with an organizational structure strong enough to move the reader from point to point without confusion. Write in a clear and focused way, developing the topic and providing general support. Use a variety of revising and editing strategies to refine meaning, such as adding words, deleting words, and clarifying and rearranging words and sentences. Effectively communicate voice appropriate to the intended audience using effective word choice.
APPROACHES STANDARD	Generate ideas for future writing using a limited number of strategies with some assistance. Create written pieces with limited organizational structure, requiring the reader to fill in the gaps. Write about the topic with some focus and detail. Use a limited number of revising and editing strategies. Make an attempt to involve the reader, but use voice which may be inappropriate to the purpose.
BELOW STANDARD	Require assistance to generate ideas for future writing. Create written pieces with no organizational structure, making it difficult for the reader to understand the main point or story line. Write without a clear topic. Use few or no editing or revising strategies. Communicate with no apparent attempt to move or involve the reader.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 7.0	Students write using standard English grammar, usage, punctuation, capitalization, and spelling.
EXCEEDS STANDARD	Consistently identify and correctly use pronoun case, comparative and superlative modifiers, and often-confusing verbs. Consistently identify and correctly use prepositional phrases, appositives, and independent clauses; use transitions and conjunctions to elaborate ideas in writing. Consistently and correctly use colons to introduce a list; quotation marks around exact words of speakers and names of poems, songs, and stories; and rules of capitalization. Consistently and correctly spell frequently-used words, paying attention to roots, suffixes, and prefixes.
MEETS STANDARD	Identify and correctly use pronoun case, comparative and superlative modifiers, and often- confusing verbs. Identify and use prepositional phrases, appositives, and independent clauses; use transitions and conjunctions to elaborate ideas in writing. Use colons to introduce a list; quotation marks around exact words of speakers and names of poems, songs, and short stories; and rules of capitalization. Spell frequently-used words correctly, paying special attention to roots, suffixes, and prefixes.
APPROACHES STANDARD	Inconsistently identify and use pronoun case, comparative and superlative modifiers, and often-confusing verbs. Inconsistently identify and use prepositional phrases, appositives, and independent clauses; inconsistently use transitions and conjunctions to elaborate ideas in writing. Inconsistently use colons to introduce a list; quotation marks around exact words of speakers and names of poems, songs, and short stories; and rules of capitalization. May misspell frequently-used words.
BELOW STANDARD	Make major errors in identifying and using pronoun case, comparative and superlative modifiers, and often-confusing verbs. Demonstrate little understanding of prepositional phrases, appositives, and independent clauses; do not use transitions and conjunctions to elaborate ideas in writing. Demonstrate little understanding of the use of colons to introduce a list; quotation marks around exact words of speakers and names of poems, songs, and short stories; and rules of capitalization. Spell frequently-used words with significant errors.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 8.0	Students listen to and evaluate oral communications for content, style, speaker’s purpose, and audience appropriateness.
EXCEEDS STANDARD	Consistently and insightfully identify, interpret, and evaluate a speaker’s verbal and nonverbal messages, intent, viewpoint, and techniques using given criteria; distinguish fact from opinion. Independently identify and describe language and dialect usage that vary in different contexts, regions, and cultures. Independently follow multistep oral directions to complete a task.
MEETS STANDARD	Identify, interpret, and evaluate a speaker’s verbal and nonverbal messages, intent, viewpoints, and techniques using given criteria; distinguish fact from opinion. Identify and describe language and dialect usage that vary in different contexts, regions, and cultures. Follow multistep oral directions to complete a task.
APPROACHES STANDARD	May identify a speaker’s verbal and nonverbal messages, intent, viewpoint, and technique, but have difficulty with interpretation and evaluation; have difficulty distinguishing fact from opinion. Identify, but struggle to describe, language and dialect usage that vary in different contexts, regions, and cultures. Have difficulty understanding multistep oral directions to complete a task.
BELOW STANDARD	May identify a speaker’s verbal messages, but have difficulty evaluating nonverbal messages, intent, viewpoint, and techniques; do not distinguish fact from opinion. Do not identify and describe language and dialect usage that vary in different contexts, regions, and cultures. Fail to follow multistep directions to complete a task.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 9.0	Students speak using organization, style, tone, voice, and media aids appropriate to audience and purpose.
EXCEEDS STANDARD	Successfully use specific vocabulary, standard English, and appropriate public speaking techniques to communicate ideas convincingly. Give well-developed oral reports that demonstrate a clear and insightful point of view and incorporate multimedia aids as needed for enhancement. Give multistep oral directions to complete a complex task.
MEETS STANDARD	Generally use specific vocabulary, standard English, and appropriate public speaking techniques to communicate ideas. Give organized oral reports that demonstrate clear point of view and incorporate multimedia aids as needed for enhancement. Give multistep oral directions to complete a task.
APPROACHES STANDARD	Ineffectively use vocabulary, standard English, and public speaking techniques in attempting to communicate ideas. Give oral reports with limited organization; may not fully communicate the speaker’s point of view or incorporate multimedia aids as needed for enhancement. Give multistep oral directions to complete a task with some assistance.
BELOW STANDARD	Use simplistic vocabulary, non-standard English, and/or have little success using public speaking techniques to communicate ideas. Give oral reports that are disorganized and unfocused; use multimedia aids ineffectively. Give multistep oral directions that are incomplete or unclear.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 10.0	Students participate in discussions to offer information, clarify ideas, and support a position.
EXCEEDS STANDARD	Facilitate group discussions as both contributor and leader. Ask and answer insightful questions in group discussions to clarify or extend ideas. Readily share ideas, opinions, and information with a group and independently choose language that communicates messages clearly and effectively. Compare and contrast essential ideas and viewpoints of several speakers.
MEETS STANDARD	Participate in group discussions as a contributor and a leader. Ask and answer questions in group discussions to clarify or extend ideas. Share ideas, opinions, and information with a group, requiring minimal prompting or assistance; choose language that communicates messages clearly and effectively. Compare and contrast ideas and viewpoints of speakers.
APPROACHES STANDARD	Participate in group discussions, but may be unable to be both contributor and leader. Ask and answer questions in group discussions, but questions may be unrelated or unproductive. Attempt to share ideas, opinions, and information with a group, but have limited success choosing language that communicates clearly and effectively. Identify the varied ideas and viewpoints of speakers, but do not articulate similarities and differences.
BELOW STANDARD	Interact in group discussions with little success as either a contributor or leader. Occasionally ask and answer questions that may be unrelated or unproductive in group discussions. Do not productively share ideas, opinions, and information with a group; use rudimentary language that limits communication. May be able to identify the varied ideas and viewpoints of speakers, but state them inaccurately or superficially.

Performance Level Descriptors

English/Language Arts

Grade 5

Content Standard 11.0	Students formulate research questions, use a variety of sources to obtain information, weigh the evidence, draw valid conclusions, and present findings.
EXCEEDS STANDARD	Develop concise research questions that establish a clear focus and purpose for inquiry. Select relevant information from a variety of resources to answer the research question and list each source used. Select and use an appropriate format to take concise notes from information found. Clearly communicate research findings using charts, maps, or graphs skillfully to enhance written text.
MEETS STANDARD	Develop reasonable research questions that establish a focus and purpose for inquiry. Select sufficient information from multiple resources to answer the research question and list each source used. Take adequate notes to record information using given formats. Organize and communicate organized research findings using appropriate graphs, charts, or maps with written text.
APPROACHES STANDARD	Develop research questions that establish some focus for inquiry, but may be inaccurate or unrealistic. Select information related to the research question, but it may be insufficient, unfocused, or from a limited number of sources; sources may not be listed. Record information with little success using given formats. Communicate research findings, but may lack organization, effective delivery, or appropriate visuals.
BELOW STANDARD	Develop unfocused research questions that prevent meaningful inquiry. Provide information connected to the topic that may be extraneous, insufficient, or may not answer the question; sources may not be listed. Copy information or make no attempt to record information using given formats. Present limited research findings and may omit written or visual components.